Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Through this unit the lessons build towards several Performance Expectations in the Next Generation Science
Standards (NGSS) as well as the Common Core State Standards for English Language Arts (CCSS ELA). It is
important to remember that the lessons cannot be taught in isolation or the standards will not be addressed.
Although the CCSS ELA standards cited here are at the second grade level, the anchor standards from which
they were developed can be found at all grade levels.
Next Generation Science Standards
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K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want
to change to define a simple problem that can be solved through the development of a new or
improved object or tool.
K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an
object helps it function as needed to solve a given problem.
K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the
strengths and weaknesses of how each performs.
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their
observable properties.
2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the
properties that are best suited for an intended purpose.*
Common Core State Standards in English Language Arts
Literacy
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CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges.
CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital
text to demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g.,
Cinderella stories) by different authors or from different cultures. To address this standard the
Teacher Tip on page 59 has guidance regarding reading versions of the “Three Little Pigs.”
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Informational Text
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CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific
paragraphs within the text.
CCSS.ELA-Literacy.RI.2.3 Describe the connection between a series of historical events, scientific ideas
or concepts, or steps in technical procedures in a text.
Writing
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CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided
sources to answer a question.
Speaking and Listening
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CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
CCSS.ELA-Literacy.SL.2.3 Ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or issue.
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Sticky Situation: Designing Walls
Grade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) Adaptations
Title: Sticky Situation Designing Walls
Lesson: Prep Lesson~
Topic: Materials Engineering
Technology in a Bag
Unit Learning Targets:
Engineering, Technology and the Application of Science
Science and Engineering Practice
P8 Obtaining, evaluating, and communicating
information
Time For Lesson:
30-40 Minutes without Supports
50-60 Minutes with Migrant Supports
Content Objectives: (Student Friendly)
I can identify everyday objects made by people as
technology.
I can identify engineers as people who design objects
to help people.
Focus Question:
What are technologies and who
designs them?
Cross Cutting Concepts
CCC 1 Patterns
CCC 6 Structure and Function
Language Objectives:(Throughout unit make sure all four language
modalities, reading, writing, speaking and listening are addressed)
I can talk with my group to discuss why an object is a
technology and discuss who creates these
technologies.
I can write complete sentences to share my ideas
about what an object can do and what problems that
object solve.
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Student Engagement: Leadership
I can work with other people in my group cooperatively by showing respect, making good decisions and solving
problems.
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Developing Relationships
Making Choices
Setting Goals
Problem Solving
Future Action Planning
Students discuss in groups what an object does, who created that object and what
problem the object solves.
(Discussion of how problems can be solved through technologies)
- Prior to Preparatory prepare students to work in cooperative teams by using
the GLAD Strategy of T-Chart of Social Skills- Set up groups, define cooperation
- Utilize the strategy of Numbered Heads together
- Utilize Super Scientist Awards
Key Vocabulary:
Lesson Supports
Materials:
Super Engineer Awards
Brown Paper Bag
 EngineeringT-Chart
of
Social
Skills
Materials from Pg. 33
 Engineer
Number Spoons
Include materials from the
 Material
(Graphic Organizers, Adapted Texts, Notes, migrant lifestyle
 Problem
Photos, Charts, Realia)
- Asparagus cutter
 Technology
Inquiry Chart
- Trompo
 Solution
What is…
- Molcajete
- Recipe card for
An
Engineer
Technology
Other Vocabulary:
traditional dish
List of objects in bags found
Panuelo
on page 33. (Realia)
Template Chart-With Questions
Higher Order Questions:
What is an engineer?
What is technology?
Do you know someone who is an engineer? What
kind of work do they do?
During Lesson: Template/Chart…
- Is the object natural or human-made?
- What is material(s) is it made of?
- What problem does it solve?
- How else could you use it?
- What other materials could the object be
made of?
- Who do you think creates these technologies?
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Social and Cultural Processes:
Adding migrant related realia during the Technology in a Bag activity.
Building Background Activities
 Introduction on pages 34-35
Comprehensible Input and Output
- Charts-T Chart of Social Skills
- Charts: Inquiry Chart
- Realia-Items in Bag
- EL Achieve Cards during student
discussions-Specific StrategiesShare your Thinking Card
Learning Strategies: Student
Activities
Student Notebooks
Learning Log-at the end of the
notebook (write or sketch)
Charts
Practice and Application:
Discussion of realia in bags
Technology Around Us
Worksheet P-1
Student Interaction
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Discussion and Discourse of objects (EL Achieve Cards-Present and Idea… I think…, I noticed that…
Collaboration using “Leadership” team building using Social Skills and Number Heads.
Positive Interdependence
Student Reflection
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Return to the Inquiry Chart What is an Engineer-What is technology) (See page 37)
Realize that nearly everything we use is engineered, that we all engage in engineering…
How did you work in your group?
Review and Assessment
 A-1 and A-2 Prior to the Lesson- Place in notebook. At the end of the unit
Parental Support Opportunities
Home-School Connection: Take or draw a picture, or bring in real object of a “technology” found in the child’s
home. Explain how it is used in the child’s home, explain what problem it solves, who created it.
Ask your parents the following question:
- What technology do you remember your parents (child’s grandparents) using?
- How has the technology changed from your parents to your generation?
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Sticky Situation: Designing Walls
Grade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) Adaptations
Title: Sticky Situation Designing
Lesson: Lesson One
Walls
Yi-Min’s Great Wall
Topic: Materials Engineering
Focus Question:
What is a material? What are the
properties of materials? What is a
materials engineer?
Unit Learning Targets: (Big Ideas Built Over Time)
Structure and Properties of Matter
Engineering Design Process
Science and Engineering Practice
Cross Cutting Concepts
Time For Lesson:
2-3 Class Periods 90- 120 Minutes without Migrant Supports
3 Class Periods 120-150 Minutes with Migrant Supports
Content Objectives:
Language Objectives:
I know that engineers solve problems by designing
solutions.
I know the Engineering Design Process can help solve
problems.
Materials have properties.
I know some materials are good choices for some things,
but not good choices for other things.
I can listen to a story that has a problem that will need to
be solved.
I can read a story about a girl engineer, Yi Min.
I can talk about materials engineering.
I can write or sketch a short description of each step in the
Engineering Design Process.
Student Engagement
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Developing Relationships
Making Choices
Setting Goals
Problem Solving
Future Action Planning
Continue working on T-Graph of Social Skills- Add to the list what dos cooperation look like? What evidence have you
seen? What does cooperation sound like? What evidence have you heard? Collect more ideas from the class.
“What does teamwork look like when you are having a discussion?” “What does it sound like?”
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Key Vocabulary
Other Vocabulary:
clay
design
engineer
Engineering Design
Process
material
materials engineer
mixture
mortar
properties
solution
technology
structures
Ni hao
mooncake
Lao Shi
Yangtze
bamboo reeds
bandit
creativity
crumbled
detective
emperor
material
mortar
munch
seedlings
Lesson Supports
(Graphic Organizers, Adapted
Texts, Notes, Photos, Charts,
Realia)
 Big Book of Engineers
 Observation Charts
Materials:
(Science Lesson Specific
Materials, test tubes, rocks)
 Student handoutsSection One Basic or
Advanced depending on
grade level
 Big Book
 Observation Charts
Higher Order Questions:
(See Lesson Specific Questions Embedded within Lesson)
Social and Cultural Processes:
Change Pre-Reading Questions to reflect the migrant lifestyle. Example…
Do you know someone who works on a farm? Describe the farm? What grows on the farm?
Building Background Activities
 Observation charts-earth materials, farm technologies, engineers
 Big Book of Engineers
Comprehensible Input and Output Learning Strategies: Student
- Charts: Observation Charts Activities
- Charts: T-Graph of Social
Which Material Would you Choose
Skills
Worksheet 1-5 Individually
- EL Achieve Cards during
Get into small group-decide which
student discussions-Specific material/materials would make the
Strategiesbest wall as a team. Create a larger
Agree-Disagree Reflection picture of what would make the
Pg. 50
best wall-defend with the class
*Could evolve into “Sticky Note
and Language Scaffolds”
Add/Revise/Question with sticky
notes and discussion cards
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Practice and Application:
Engineering Design Process (1-6, 17)
Vocabulary: (1-8, 1-9)
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Student Interaction
 Before reading Chapter Four students work in pairs to complete 1-5 or 1-4
 As a class make a list of materials Yi-min and Chen could use to build their wall-connect these with
earth materials
 Teams decide which materials would make the best walls through pictures/labels with the context of
this challenge. (Small Group Models http://tools4teachingscience.org/ )
Student Reflection
 Reflection of student materials and reflection of empowerment as a result of the lesson
Review and Assessment
 Lesson One “What is a Materials Engineer” online assessments. Give A or B depending on age of
student.
Parental Support Opportunities
Home School Connection: Adapt Student Sheet 1-10 to reflect construction in Mexico or other relevant
culture. Ideas could be historical construction from their background or asking parents what their homes
were constructed.
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Sticky Situation: Designing Walls
Grade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) Adaptations
Title: Sticky Situation Designing
Lesson 2: Materials and Their Uses Focus Question:
Walls
What makes a material a good or
Topic: Materials Engineering
poor choice for a particular task?
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Keeping Warm
Carrying Eggs
Sitting
Cleaning the Floor
Unit Learning Targets: (Big Ideas Built Over Time)
Structure and Properties of Matter
Science and Engineering Practice
P7 Engaging in argument from evidence
Time For Lesson:
Cross Cutting Concepts
CCC 6 Structure and function
Prep 5-10 Minutes
Lesson 50-60 minutes without enhancements
Lesson 2 days 40 minutes with enhancements
Content Objectives:
(Student Friendly)
- I will learn that the same problem can be solved in
many ways using different materials.
- I will learn that materials have properties that make
them good choices for certain uses and poor choices
for other uses.
- I will learn that material can be used in different ways
to solve different problems.
Language Objectives:
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I can speak to my partner about what material is the
best choice for a particular problem and give reasons
to support my answer.
- I can write down a claim and back it up with evidence
about why a particular material is best for solving a
problem.
- I can read Chapter Four to find the steps in the design
process.
Student Engagement
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
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Developing Relationships
Making Choices
Setting Goals
Problem Solving
Future Action Planning
Developing Relationships: Continue working on T-Graph of Social Skills- Add to the list what does cooperation look like? What evidence have you
seen? What does cooperation sound like? What evidence have you heard? Collect more ideas from the class.
“What does teamwork look like when you are having a discussion?” “What does it sound like?”
Problem Solving: Students work in pairs. As students work in pairs think about how to solve a problem using different materials?
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Key Vocabulary:
Vocabulary Specifically Taught before,
during or reinforced after instruction
 Criteria-give examples
 Properties
 Purpose
 Use
Other Vocabulary:
Properties is a similar to the word
to characteristics, qualities or
attributes (in math).
Lesson Supports
(Graphic Organizers, Adapted
Texts, Notes, Photos, Charts,
Realia)
Data Collection Chart for Class (2.9)
Graphic Organizer-Design Process
Picture on page 21-Have that
viewed when re-reading chapter 4
from Yi Min’s Great Wall
Think-Pair Share
Materials: (Realia)
- Cloth
- Straw
- Brick
- Paper
Higher Order Questions: (Model with first question-students will use the same process in pairs with a
different question and same materials)
 What could you make a with a cloth to help keep you warm?
 What material is the blanket made of?
 What are some properties of this material?
 Which of those properties make this material a good choice for keeping warm?
 Which material do you think would be best to use to keep warm? Why?
 Let’s make a claim about how material could make you warm, then back this up with evidence.
Social and Cultural Processes:
During introduction- use the metal spoon and the t-shirt to discuss the properties of the object and the
properties of the material. Also include objects from the migrant lifestyle in addition for more practice. Ideas
could include-bandanas, asparagus cutters
Building Background Activities
 Read Three Little Havelinas (pigs)
Comprehensible Input and Output
- Charts: Observation Charts
- Charts: T-Graph of Social
Skills
- EL Achieve Cards during
student discussions-Specific
Strategies- Cite Evidence
(Change to reflect grade
level)
Learning Strategies: Student
Activities
Model process of Keeping Warm
with four objects as a class
- Keeping Warm
Do worksheets 2-1 through 2-3
depending on age/level together
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Practice and Application:
Work through other challenges in
pairs…
-
-
Carrying Eggs
Sitting
Cleaning the Floor
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Student Interaction
 Whole Group
 Pairs
 Individual reflections in notebooks
Student Reflection
 Go over all challenges regarding best materials for the job-class chart
 Student Notebook- Claims, Evidence and Justification for materials type
Review and Assessment
 EiE Assessments A/B-Multi Level
 A Advanced Level
 B Basic Level
Parental Support Opportunities: Home School Connections
Find several objects in your home. What properties does your object have? What properties does the material
of the object have?
Ask parents about how they might have used the design process in their home. Draw the steps in solving a
home problem that was solved through engineering, like grandpa.
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Sticky Situation: Designing Walls
Grade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) Adaptations
Title: Sticky Situation Designing
Lesson 3: Testing Mortar
Walls
Part One: Wall Walk
Topic: Materials Engineering
Part Two: Testing Mortar
Part Three: Sticky Test and
Earthquake Test
Unit Learning Targets: (Big Ideas Built Over Time)
Focus Question:
Which earth materials make a good
mortar that is sticky (adhesive) and
durable?
Structure and Properties of Matter
Engineering, Technology and the Application of Science
Science and Engineering Practice
Cross Cutting Concepts
P1 Asking questions and defining problems
CCC 2 Cause and effect
P2 Developing and using a model
CCC 6 Structure and function
P3 Planning and carrying out investigations
P4 Analyzing and interpreting data
P8 Obtaining, evaluating and communicating
information
Time For Lesson:
Part 1: Prep 5 minutes- Lesson 20-30 minutes w/o enhancements 30-40 minutes w/ enhancements
Part 2: Prep 15-20 minutes- Lesson 50-60 minutes w/o enhancements 40 minutes over 2 days w/
enhancements
Part 3: Prep 5 minutes- Lesson 40 minutes w/o enhancements 50-60 minutes w/ enhancements
Content Objectives:
Language Objectives:
1. I can analyze the properties of earth materials to
1. I can discuss with my partner the features of
make the strongest mortar.
different walls.
2. I can gather evidence to begin t
2. I can listen to the ideas my partner has about
3. I can compare the results of a controlled
which earth material will make the best mortar.
investigation.
3. I can record the properties of dry and wet earth
materials.
Student Engagement
 Developing Relationships
 Making Choices
 Setting Goals
 Problem Solving
 Future Action Planning
Students begin the design process by asking a question of which material makes the best mortar. Students conduct a fair/controlled
investigation to determine an answer for two specific tests. After looking at the results, students will see the properties of the three
soil types do not make good mortars and will be asked to develop ideas to make a stronger mortar by mixing soils types together.
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Key Vocabulary:
durability
experiment
mixture
mortar
particle
predict
property
test
Other Vocabulary:
Lesson Supports
Lesson Part One:
Use a box and t
chart to show the
similarities and
differences of
different walls
students observed.
adhesive-stickiness
adhesion tests (advanced)
failure (testing to the point of…)
Materials:
(Science Lesson Specific Materials,
test tubes, rocks)
See materials list on page 75
Buckets of soapy water for clean
up
Preparation notes specifically tell
how to set up materials for lesson.
Overnight drying of mortar is
required between Part 2 and 3 of
this lesson.
Higher Order Questions:
- How are these walls the same? How are the walls different? (Looking at walls)
- What do you think mortar is used for? Do you have any guesses as to what materials are used to make
mortar? (Design and construct own wall)
- What are some properties that you think a good mortar should have?
- How do you think we could test our mortar sandwiches to determine if soil, sand and clay have properties
that make a good mortar?
- Why do engineers test to the point of failure?
Social and Cultural Processes:
Show pictures of walls, with and without mortar from students’ backgrounds.
Building Background Activities
 Wall Walk (Part One) Looking different walls thinking about how they are the same and different and
how their structure is made to support a specific purpose. (Students will look at four walls on their
walk sketching and making notes regarding the features of each wall
 Work with samples of soil, sand and clay.
Comprehensible Input and Output Learning Strategies:
Practice and Application:
Chart with properties of good
Model with Student Sheet 3.2 and Students work either individually
mortar-with revisions throughout
3.3 properties of dry and wet soil.
or in groups to add to their student
lesson
sheets for the properties of sand
and clay.
Student Interaction
 Students work in pairs to describe properties of earth materials Students work in pairs to complete both sticky test and earthquake tests
 Students share results of tests to the class.
Student Reflection
 See guiding questions on page 89
 Reflect on the properties students learned about dry and wet earth materials
 Reflect on how the lesson they completed relates to the field of materials engineering.
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Review and Assessment
 Student Rubric for the following areas:
 Observations of walls, describing properties of earth materials, making predictions, analyzing’s
results of mortar and comparing results of controlled experiment (3-8 and 3-9)
Parental Support Opportunities: Home School Connections
Draw a wall from your home either inside or outside. What is the purpose of the wall? What is the wall made
out of? How does your wall stay up?
What are earth materials near your home that could be used for mortar?
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Sticky Situation: Designing Walls
Grade Level: Basic (Grades 1-2) with Advanced (Grades 3-5) Adaptations
Title: Sticky Situation
Lesson 4-Designing a Wall Focus Question:
Designing Walls
Part One: Ask/Imagine
How can we use the Engineering Design Process
Topic: Materials Engineering and Plan
to design a wall using rocks and a mortar make
Part Two: Create
of a mixture of earth materials?
Part Three: Create and
Improve
Part Four: Improve
Unit Learning Targets: (Big Ideas Built Over Time)
Structure and Properties of Matter
Engineering, Technology and the Application of Science
Science and Engineering Practice
P1 Asking questions and defining problems
P2 Developing and using a model
P3 Planning and carrying out investigations
P4 Analyzing and interpreting data
P6 Constructing explanations and designing solutions
P7 Engaging in argument from evidence
P8 Obtaining, evaluating and communicating
information
Unit Learning Targets: (Big Ideas Built Over Time)
Science and Engineering Practice
Cross Cutting Concepts
CCC 2 Cause and effect
CCC 4 Systems and system models
CCC 6 Structure and function
Cross Cutting Concepts
Time For Lesson:
Part One: Ask, Imagine, Plan- 50 Minutes
Part Two: Create- 50 Minutes
*** Allow 24-48 hours between Parts Two and Three ***
Part Three: Create, Improve- 60 Minutes
Part Four: Improve 60 Minutes
Content Objectives:
Language Objectives:
I can use the engineering design process to solve
a problem.
I can analyze the strengths and weakness of my
design and make improvements.
I can read Yi Min’s Great Wall and compare what I did with what Yi
Min did to solve a problem.
(Throughout unit make sure all four language modalities,
reading, writing, speaking and listening are addressed)
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Student Engagement
 Developing Relationships
 Making Choices
 Setting Goals
 Problem Solving
 Future Action Planning
Based on what students learned in lesson three, students will be asked to work together to create a mortar that will enable a wall to
be more structurally sound. Students will need to make action plans of how their walls will look and other earth materials to
strengthen mortar. In the final part of Lesson 4 students will be asked to optimize their mortars by redesign their mortars with other
earth materials. These lessons lend themselves to connect with planning ahead in other areas of school and home.
Key Vocabulary:
Lesson Supports
demolition
design
engineering design process
goal
mortar
predict
problem
redesign
teamwork
test
Part 1:
Activity 10 tells students that they will get
20 rocks and the walls should be around 3”
tall. Point out that these are constraints
that engineers work within.
Part 2 and 3: Sentence Frames or
Observational Organizer in science
notebooks
I noticed…
I observed…
When the….
Part 4: Use claims and evidence to answer
the following: “Did the redesign of the
mortar strengthen the wall?
Other Vocabulary:
constraintsoptimize-Lesson 4 with materials
outside unit soil types such as twigs
and hay.
Materials:
Lesson materials for each section…
Cleaning supplies
resealable containers to hold earth
materials
Create a Demolition Ball Assembly-See
handout 4-10
See Videos on Engineering is
Elementary Websitehttp://www.eie.org/classroom_video/u
nit/earth-materials
Higher Order Questions:
(See Lesson Specific Questions Embedded within Lesson)
Social and Cultural Processes:
Building Background Activities
 Review Yi Min’s Great Wall (Have students go back through story or pictures to review the engineering
design process
 Review the steps in the design process and ask what step in the process did we do in Lesson 3? (Page
99)

Comprehensible Input and
Learning Strategies:
Practice and Application:
Output :
Part 1: Demonstrate a
Part 1: Students create their own mixture based
Use student sheets to create new mixture for mortar
on what they have learned.
booklet for students using
and have students analyze
the design process- Student
if that would be a good
sheets for ask, imagine, plan, mixture. (Page 101)
create and improve
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14
Engineering is Elementary ~ A Sticky Situation: Designing Walls
Migrant Lesson Plan Template-Materials Engineering
Student Interaction
 Students work in pairs to decide what mixture of soil types they will use to make a stronger mortar.
 Students work in teams to go through the design process.
 Students share results of tests to the class.
Student Reflection
Building a Wall
What worked well…
What were some
 Part 2: Use a t chart to reflect on the building of
challenges…
the wall.
 Part 3: Use sentence frames or observational
organizer to bring out ideas how their walls reacted to the demolition test.
 Part 4: Refection Questions on page 120.
Review and Assessment
 Administer the Pre-Post Test within the Engineering is Elementary Unit in the Assessment Tab

Parental Support Opportunities: Home School Connection
With your family describe a problem that had to be solved using the design process. Examples include how to
make a special family recipe. How did you find ways to make the “system of making something” go more
smoothly, or faster?
Science Model Collaborative Washington State MEP/OSPI Work Group 2013-14